Members of MEC Board of Directors bring a wide range of expertise and experience to their role of advising and enhancing MEC work.
Jody’s broad experiences both nationally and internationally in the area of mathematics education allow her to contribute the invaluable perspective of a teacher in the classroom. Currently an elementary teacher in the Edmonds School District (WA), she has dedicated her entire career to being a classroom teacher and a mathematics teacher-leader.
Tom brings his expertise in management and development of non-profit organizations to MEC’s Board of Directors. Previously CEO and later Chair of a large non-profit organization developed during the War on Poverty era, he is retired and currently on the Board of Directors of four not-for-profit organizations focused on public policy and practices surrounding either public education or the treatment of people with mental illnesses.
Joan Akers Mitchell
As a leader in mathematics education for more than 35 years, Joan has considerable experience in working with teachers, writing curriculum, and developing a number of guidelines and frameworks. Starting as a classroom teacher, Joan worked as a Mathematics Education Consultant at the district, county and state levels, retiring several years ago from the California State Department of Education. She is a past member of the Board of Directors of the National Council of Teachers of Mathematics.
Marta is a professor in the mathematics department at the University of Arizona. She is an expert in mathematics, the cultural and social aspects in the teaching and learning of mathematics, equity, and parental engagement in mathematics, primarily in working-class, Latino communities. Marta is currently the Principal Investigator of NSF-funded CEMELA (Center for the Mathematics Education of Latinos/as), a Center for Learning and Teaching. CEMELA is an interdisciplinary, multi-university consortium focused on research and practice on the connections between the teaching and learning of mathematics and the cultural, social, and linguistic contexts of Latino/a students.